Primary school music "Grassland is My Home" lecture notes
1. Teaching materials and students
1. Analysis of teaching materials< /p>
"The Grassland is My Home" is an authentic short-key folk song from Inner Mongolia. The melody of the song is bright and bold, with the majestic and powerful characteristics of a march, and the rhythm is relatively regular. It expresses the love of Mongolian children for their grassland hometown. Through the study of this course, students can fully experience the style and characteristics of Mongolian national music, understand the Mongolian national customs, and enhance the unity among ethnic groups.
2. Teaching objectives
Based on my analysis of the teaching materials and the requirements of the teaching materials, I determined the following teaching objectives:
(1) Knowledge objectives: Initial understanding of Mongolian ethnic customs, music and dance.
(2) Ability goals: a. Learn to sing the song "The Grassland is My Home" and be able to sing it emotionally.
b. Learn simple Mongolian dance movements and perform simple improvisations along with the music.
(3) Emotional goals: a. By singing Mongolian songs and learning Mongolian dances, students can cultivate their love for the grassland and the Mongolian people and enhance national unity.
b. Through collective creation and performance, students’ interest in music is cultivated, and at the same time, students’ sense of unity, cooperation and innovation are cultivated.
3. Important and difficult points in teaching
Focus: Combined with the established teaching objectives, I have determined the teaching focus of this lesson as: experiencing the emotions of the song "The Grassland is My Home", and Able to sing expressively and perform with dance moves.
Difficulty: Exercise students’ performance ability and be able to perform songs with melodious singing and graceful body movements.
4. Pre-class preparation and student analysis
The teaching class is for first-year students. On the one hand, the mastery of music knowledge and skills among first-year students is still relatively low and at the primary level. It is up to teachers to start with the basic elements of music, reduce the difficulty, and help them accumulate music experience step by step. On the other hand, students at this stage of school mainly think in images, are curious, active, have strong imitation skills, have natural voices, and have dexterous bodies. They are suitable for teaching using comprehensive teaching methods that combine singing, dancing, pictures, and performances.
2. Preaching method
1. Modeling method
The new music curriculum standard advocates that we should start from the basic elements of music based on the physical and mental characteristics of lower grade students. Enter, accumulate experience through imitation, and lay the foundation for improving students' musical quality and stimulating students' musical performance and creative abilities. (Design of this lesson: Grasp the characteristics of first-year students who are easy to imitate and have strong imitation ability, let students imitate Mongolian dance movements; imitate the sound of horse hooves and archery for rhythm practice; record and model singing, etc., to guide students to actively imitate Middle schools learn to sing and perform to improve their musical literacy)
2. Experience method
The new music curriculum standard advocates that we guide students to fully experience music in the process of listening, singing and performing music. Enable students to gain pleasant feelings and experiences in the process of music aesthetics, allow students to feel music, learn music, and express music in a positive state of experience, improve students' music skills, and stimulate students' interest in music.
(This lesson design: By allowing students to appreciate and experience Mongolian singing and dancing, and learn to sing Mongolian songs and learn to dance Mongolian dances, students can learn through experience, and at the same time further experience the characteristics of Mongolian singing and dancing during learning. . Improve students’ musical sensitivity, expression and interest in music. )
3. Cooperation method
The new music curriculum standards require us to use the collective performance form of music art and Practice the process to cultivate students' good sense of cooperation and coordination ability in the group (this lesson design: cultivate students' sense of musical cooperation by allowing students to cooperate in two-part rhythm exercises and collective creation and performance)
4. Comprehensive method
The new music curriculum standards require us to effectively penetrate and apply other forms of artistic expression into music teaching, and help students better understand music through comprehensive practice with music as the main line. .
(This lesson design: takes music as the main line, integrates music, dance, and ethnic knowledge to help students understand music better and more intuitively, and creates a lively and enjoyable learning environment for students to improve their Overall quality, cultivate students' interest in music)
5. Preparation before class
Multimedia courseware, recorder, microphone, tape, piano, etc.
3. Lecture method
The new curriculum standard points out: Students are the masters of learning. Taking students as the main body and creating conditions for them to participate in inquiry activities not only improves their ability to explore, but also acquires learning skills and motivation. interest in learning.
? Therefore, in the study guidance, I focus on the teaching objectives based on the content of the teaching materials and the age characteristics of the students. Through listening, singing, and moving, I allow students to actively and naturally perceive music, learn music, and perform music in the imitation learning and performance experience. .
4. Talking about the teaching process
In order to highlight the key points, break through the difficulties, and complete the teaching goals, I used the teaching concept of the new curriculum standard in this lesson, combined with the teaching material content requirements and the actual situation of the students. , the following teaching process design was made. Please walk with me into the detailed teaching process below.
(1) Rhythmic games to stimulate interest.
1. Use the rhythm of greeting teachers and students, sit upright and engage in class.
(Use natural rhythmic forms to focus students’ attention and guide students to naturally enter music learning through rhythmic imitation movements)
2. Listen to music and guess the song title. By listening to songs about grassland and saying the song names, lower grade students can practice their ability to listen and identify music, which improves their interest in learning and leads to the beautiful prairie.
3. Understand the grassland: Through discussions and looking at pictures, students can have a preliminary understanding of the grassland and the Mongolian people, and lead to topics).
4. Combining the textbook and courseware pictures, talk about what is on the beautiful prairie?
Discussion summary: blue sky, white clouds, green grassland, cows There are many sheep, galloping horses, flying eagles, and kind-hearted Mongolians.
(This link takes students as the main body, using the learning method of looking at pictures and discussing between teachers and students, allowing students to proactively understand the grassland, and finally summarizes the discussion content clearly through rhythmic reading. , guide students to better understand the grassland, feel the beauty of the grassland, and cultivate students' sense of rhythm)
5. Rhythm practice
Question: What do people on the grassland like to do? Herding cattle , herding sheep, horse racing, wrestling, archery, singing, dancing, etc.
Rhythm practice:
xx xx xx x xx xx xx x
(Teacher) Let’s ride a horse together (student) da da da da da da da< /p>
xx xx xx x x- x-
(Teacher) Let’s shoot arrows together (student) Swish swish
(Divided practice-->Two voices Practice-->Recite while doing the movements)
(Use the comprehensive method to infiltrate rhythm practice into the introduction of ethnic knowledge, with students as the main body, allowing students to take the initiative by imitating the sounds of horseback riding and archery. Rhythm exercises and cultivating a sense of rhythm meet the requirements of the creative standards for students in grades 1-2 in the new curriculum standards, and they can use human voices to imitate sounds in nature and life)
(2) Learn songs and activate Behavior
1. Listen to the song recording and talk about what is sung in the song? (Cultivation of listening and listening skills)